“To preserve health is a moral and religious duty, for health is the basis of all social virtues. We can no longer be useful when we are not well.” Samuel Johnson
It is essential that students understand the latest industry requirements and have the opportunity to demonstrate work-ready skills. Students will develop holistically to ensure they are adequately equipped with practical, interpersonal and thinking skills leading to their future success in employment and education. By the time students complete their Health and Social Care qualification, their ability to research, extend their writing and meet deadlines will give them the experience needed for higher education. By learning about the different ethical issues encountered in the social care industry, we at Coloma aim to promote an ethical approach when dealing with conflict and dilemmas within Health and Social Care.
The aim of the Health and Social Care curriculum is to equip students with sound specialist knowledge and skills for everyday use and of how to meet the needs of individuals across a range of health, social care settings. The curriculum develops an understanding of the skills and qualities required to influence care and empowers students through encouraging independence and creativity; providing tasks that engage with the most taxing aspects of the National Curriculum (including Values of Care and the current legislation requirements) and the importance of softer skills such as communication to ensure individuals right to independence and dignity. As a Key Stage 5 subject, we deliver the Pearson National in Health and Social Care. We believe that when students embark on their Health and Social Care studies, their prior knowledge will be informed by core disciplines such as Science, English, Physical Education and Religious Education. Therefore, our curriculum creates time for students to apply subject specific knowledge, skills and concepts to different Health and Social Care contexts.
Through consideration, knowledge and experience, the department aims to support the holistic development of practical, interpersonal and thinking skills required to be successful in employment and higher education.
The qualification design, including the range of units available, allows learners the freedom to explore more deeply the things that interest them, as well as providing good opportunities to enhance their learning in a range of curriculum areas. Lessons provide learners with a range of stimulating activities that challenge and allow them to demonstrate their depth and breadth of knowledge. Lessons delivered are built on prior learning ensuring that learners are challenged and supported. Targeted questioning is used to enable learners to reflect on the importance of being able to apply the theories covered to a vocational context. The use of “progress” tasks are designed to encourage learners to be aspirational in their desired outcomes.
They will be skilled in their ability/aptitude to demonstrate tolerance, respect, dignity, effective communication skills and application of anti-discriminatory practice. Assessment is specifically designed to fit the purpose and objective of the qualification. It includes a range of assessment types and styles suited to vocational qualifications in the sector. There are three main forms of assessment:
External (Written Exam) to demonstrate knowledge and understanding of key concepts in Health and social care. Learners demonstrate they can apply appropriate knowledge to a work related challenge in timed conditions
Internal (Assignments) Apply knowledge and understanding of how to meet the needs of individuals across a range of health, social care settings.
Synoptic – an opportunity to independently select and apply learning from across their programmes in the completion of a vocational task in order to demonstrate skills, techniques, concepts, theories and knowledge learnt
Units are assessed using a grading scale of Distinction (D), Merit (M), Pass (P), Near Pass (N) and Unclassified (U). The grade of Near Pass is used for externally-assessed units only. All mandatory and optional units contribute proportionately to the overall qualification grade, for example a unit of 120 GLH (Guided learning hours) will contribute double that of a 60 GLH unit.
Qualifications are graded using a scale of P to D*, or PP to D*D*, or PPP to D*D*D
We encourage multiple approaches to learning, such as practical opportunities and real-life scenarios, which will support students to develop their applied knowledge and practical skills. Assessment plays a crucial role in supporting students with their learning, enabling them to identify areas of weakness, gaps in knowledge and providing them with the tools to be reflective practitioners and be proactive in informing their next steps. The use of knowledge organisers is paramount to our assessment practice with quizzes being set fortnightly to enable recall of essential terminology and concepts. Progress checks are regularly carried out using materials that are reflective of exam style questions and consequently help to establish overall level of understanding across the four learning outcomes. Summative assessments take place at the end of each unit of work allowing students to consolidate their understanding across a range of topics. Students who study Health and Social Care will build confidence by achieving their potential academically, in life and the employment market. They will be accomplished in their ability/aptitude to demonstrate tolerance, respect, dignity, effective communication skills and application of anti-discriminatory practice
| Subject Documents |
|---|
| HEALTH and SOCIAL CARE Curriculum Overview |